emerging technologies, diffusion of technology, technology in the Florida State University System
The purpose of the study was to understand and appreciate the methodologies and procedures used in determining the extent to which an information technology (IT) organization within the eleven member State University Systems (SUS) of Florida planned, implemented, and diffused emerging educational technologies. Key findings found how critical it was that flexibility be given during the planning stages and not rely on standardized models which may or may not be of use any longer. Research also found that the SUS institutions have to be prepared to organize and preserve the deluge of digital data if they intended to remain relevant as a "tower" of knowledge transmissions. The literature found that institutions of higher education needed to keep abreast of the new technologies, new pedagogies, and never before open-access concepts because authors found these ideas were converging and producing an unprecedented period of innovation in learning. Furthermore, the implications of perpetual connectivity to information, peers, and teachers garnered a great deal of attention among educational technologists. However, those implications had not been gauged, especially in Florida's SUS institutions. A survey of those institutions regarding how technologies were planned for, implemented logically, and thoroughly diffused, along with lessons learned could potentially save resources and ensure Florida's institutions continue to be on higher learning's forefront.
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Doctor of Education (Ed.D.)
College of Education
Educational Research, Technology and Leadership
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Bradford, Deborah, "Emerging And Disruptive Technologies For Education: An Analysis Of Planning, Implementation, And Diffusion In Florida's Eleven State University System Institutions" (2010). Electronic Theses and Dissertations. 4192.